scholarly journals Extended Intergroup Contact and Outgroup Attitude of Students in Public and Religious Homogeneous Schools: Understanding the Mediating Role of Ingroup Norms, Outgroup Norms, and Intergroup Anxiety

2021 ◽  
Vol 48 (1) ◽  
pp. 1
Author(s):  
Whinda Yustisia ◽  
Joevarian Hudijana
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Intergroup Contact ◽  
Boarding School ◽  
Social Contexts ◽  
Public High School ◽  
School Students ◽  
Intergroup Anxiety ◽  
The Relationship

Previous studies had shown the benefits of extended intergroup contact for outgroup attitude, mainly when direct intergroup contact is blocked. However, there have not studies that attempt to directly compare the role of extended contact in outgroup attitude across different contexts. The present study aimed to fill the gap by examining the relationship of extended intergroup contact and outgroup attitude in three different contexts: public schools, moderate Islamic Boarding School, and fundamentalist Islamic Boarding School. These schools differ in the level of group heterogeneity. Possible mechanisms that could explain the relationship were also examined: ingroup norms, outgroup norms, and intergroup anxiety. Two correlational studies were conducted to test the hypotheses—study 1 employed 126 Muslim public high school students employed as participants, study 2 employed 112 participants from a more fundamentalist Islamic Boarding School and 230 participants from a more moderate Islamic Boarding Schools. Across studies, we found evidence that extended intergroup contact indirectly predicted outgroup attitude. However, different social contexts involve different mechanisms. This difference is attributed to direct intergroup contact.

Mother Phubbing and Adolescent Cyberbullying: The Mediating Role of Perceived Mother Acceptance and the Moderating Role of Emotional Stability

2020 ◽  
pp. 088626052098390
Author(s):  
Jiahui Qu ◽  
Li Lei ◽  
Xingchao Wang ◽  
Xiaochun Xie ◽  
Pengcheng Wang
Keyword(s):  
High School Students ◽  
Positive Association ◽  
Emotional Stability ◽  
School Students ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Indirect Path ◽  
Underlying Mechanisms ◽  
The Relationship

Previous studies have found some risk factors of cyberbullying. However, little is known about how mother phubbing may influence adolescent cyberbullying, and the mediating and moderating mechanisms underlying this relationship. “Phubbing,” which is a portmanteau of “phone” and “subbing,” refers to snubbing other people and focus on smartphones in social interactions. This study examined whether mother phubbing, which refers to being phubbed by one’s mother, would be positively related to adolescent cyberbullying, whether perceived mother acceptance would mediate the relationship between mother phubbing and adolescent cyberbullying, and whether emotional stability would moderate the pathways between mother phubbing and adolescent cyberbullying. The sample consisted of 4,213 Chinese senior high school students (mean age 16.41 years, SD = 0.77, 53% were female). Participants completed measurements regarding mother phubbing, cyberbullying, perceived mother acceptance, and emotional stability. The results indicated that mother phubbing was positively related to cyberbullying, which was mediated by perceived mother acceptance. Further, moderated mediation analyses showed that emotional stability moderated the direct path between mother phubbing and cyberbullying and the indirect path between mother phubbing and perceived mother acceptance. This study highlighted the harmful impact of mother phubbing on adolescents by showing a positive association between mother phubbing and adolescent cyberbullying, as well as the underlying mechanisms between mother phubbing and adolescent cyberbullying.

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

scholarly journals Social support and its relationship to the level of achievement of high school students in Jordanian public schools: المساندة الاجتماعية وعلاقتها بمستوى الإنجاز لدى طلبة الثانوية العامة في المدارس الحكومية الأردنية

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Samar Fahed Al-Faleh
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Public Schools ◽  
Family Support ◽  
Faculty Members ◽  
School Students ◽  
Government Schools ◽  
The Family ◽  
The Relationship

The study aimed to identify the level of social support (support by friends, support from the family, support by the teacher), and to analyze the relationship between social support and achievement among students of High school students in government schools. The study followed descriptive analytical approach based on a questionnaire applied to 137 students of Karak government schools. The study found that the students get moderate level of social support; the study showed that the level of friends support came first, followed by teacher support, followed by family support, and found a relationship between social support and achievement in Students of Karak government schools. In light of the results, the study recommended several recommendations, the most important of which is to sensitize parents and faculty members about the importance of social support.

scholarly journals Prevalence of Chronic Gingivitis Among 16 Years Old Public High School Students in Khartoum

Med Phoenix ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Abubakr Omar Mohamed Abdelsalam ◽  
Ibrahim Ahmed Ghandour
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Oral Hygiene ◽  
Statistical Significance ◽  
Tooth Brushing ◽  
P Value ◽  
Public High School ◽  
School Students ◽  
Public High School Students

Background: This study was designed to measure the prevalence of chronic gingivitis among 16- year-old public high school students in Khartoum State.Methods: A total of 385 high school students of 16 years of age, from public schools in different geographical locations representing different socioeconomic classes in Khartoum were randomly selected and examined. The variables of the present study had been collected by one examiner using a direct interview questionnaire and all the present teeth were examined at four sites (Mesiobuccal, distobuccal, mesiolingual, distolingual) for the presence of plaque, using the Plaque Index (Loe and Sillness) and Gingival Index (Sillness and Loe).Results: Prevalence of gingivitis was 96.9%, of which 68.6% were of mild form (majority), 27.5% of moderate condition and only 0.8% was of severe grade. The most common form of gingivitis was the generalized form that accounted for 94.5%. The relationship between oral hygiene and degree of gingivitis was assessed after collecting data on study area, gender, socio-economic status, tooth brushing tool used, frequency of brushing per day, direction of tooth-brushing and regularity of dental visits. The adjusted relationship was still significant at the 99% confidence level (p-value 0.000), with a correlation coefficient of 0.704.Conclusions: The study showed significantly higher prevalence of chronic gingivitis among 16-year-old public high school students in Khartoum State. The degree of gingivitis showed statistical significance when correlated with oral hygiene status, socioeconomic status, frequency and horizontal direction of tooth brushing, while it showed insignificance when correlated with gender. Med Phoenix. Vol. 3, Issue. 1, 2018, Page : 1-5 

SELF-DISCLOSURE AND FRIENDSHIP IN JUNIOR HIGH SCHOOL STUDENTS

2002 ◽  
Vol 30 (5) ◽  
pp. 515-525 ◽  
Author(s):  
Rumi Matsushima ◽  
Kunio Shiomi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Disclosure ◽  
Close Relationship ◽  
The Relationship

Close relationship during adolescence plays an important role in the young person's overall psychological development. As the most important factor about the development of a close relationship, many studies have emphasized the role of self-disclosure. In this study, the relationship between self-disclosure and friendship in adolescence was examined.Two scales about self-disclosure and friendship were administered to 454 junior high school students. The types of friendship in early adolescence were explored, and the relationship between types of friendship and self-disclosure was examined.

Mindfulness and Cyberbullying Among Chinese Adolescents: The Mediating Roles of Perceived Social Support and Empathy

2020 ◽  
Vol 35 (6) ◽  
pp. 815-827
Author(s):  
Caimeng Liu ◽  
Linjia Wang ◽  
Zhen Liu ◽  
Ying Li ◽  
Guangzhe Yuan
Keyword(s):  
Social Support ◽  
High School Students ◽  
Perceived Social Support ◽  
Chinese Adolescents ◽  
School Students ◽  
Mindfulness Skills ◽  
Self Reports ◽  
Teachers And Parents ◽  
The Relationship

IntroductionPrevious studies have shown that mindfulness is associated with fewer cyberbullying behaviors in adolescents. The present study investigated the ways in which mindfulness is related to cyberbullying in Chinese adolescents by considering the role of empathy and perceived social support.MethodsA total of 1,390 Chinese high school students were recruited for this study. Adolescents' self-reports of mindfulness, cyberbullying, empathy, and perceived social support were used in the analyses. Results: The results showed our model fitted the data well [χ2/df = 2.413, CFI = 0.968, TLI = 0.958, RMSEA (90% CI) = 0.059 (0.040–0.078)], and revealed empathy and perceived social support partially mediate the relationship between mindfulness and cyberbullying.ConclusionThe results of this study indicate adolescents' mindfulness plays a crucial role on the likelihood of cyberbullying as well as empathy and perceived social support. Improving the mindfulness skills of adolescents should be considered by teachers and parents seeking to decrease cyberbullying.

scholarly journals The Role of Contextual Factors in Cyberspace Harm, Anxiety, Aggression, and Students' Academic Performance

2021 ◽  
Author(s):  
Zahra Sadat Aghaei ◽  
Maryam Kian
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Contextual Factors ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Field ◽  
Research Population ◽  
Post Hoc

Background: Nowadays, cyberspace has presented both concerns and interests for the educational researchers. This study aimed to investigate the role of contextual factors in cyberspace harm, anxiety, aggression, and academic performance. Methods: A descriptive correlation research method was applied. The research population covered all high school students in Yazd (21,328 students). The number of 377 students were chosen as the sample through a stratified sampling based on the Cochran's formula. The research tools included the questionnaires of contextual factors, and the standard scales of cyberspace harm, anxiety, aggression, and academic performance. The validity and reliability of the scales were determined. Data were analyzed by variance, t-test, and Tukey post hoc test. Results: The findings showed that there are significant differences in cyberspace harm according to some contextual variables such as gender, educational and academic levels, educational district, type of school, field of study, and parents' occupation. More precisely, the harm of cyberspace was more high among the schools of District 2, non-public schools, and the academic field of humanities. Moreover, there was no relationship between the parents' education and the other variables. However, there was a significant relationship between the parents' occupation, regarding the employed mothers, as well as anxiety. Conclusion: In general, it can be concluded that cyberspace could provide students some challenges as it is affected by various contextual factors. According to the findings, several practical suggestions were presented in the study.

scholarly journals Frecuencia de acoso y ciber-acoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales, 2013 / Frequency of bullying and cyberbullying, and its ways of presentation in public high school students in the

2014 ◽  
Vol 14 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Yuvitza Daniella Aranzales Delgado ◽  
José Jaime Castaño Castrillón ◽  
Reinaldo Augusto Figueroa Salcedo ◽  
Sebastián Jaramillo Ruiz ◽  
Johan nicolás Landazuri Quiñones ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Self Esteem ◽  
Public High School ◽  
School Students ◽  
Cross Sectional ◽  
Being Bullied ◽  
Public High School Students ◽  
Anxiety Depression

Objetivo: Determinar la frecuencia y formas de presentación de acoso y ciber-acoso en estudiantes de secundaria de instituciones educativas de la ciudad de Manizales, Caldas, Colombia. Materiales y métodos: Estudio de corte transversal realizado en tres instituciones educativas públicas de Manizales. La población de estudiantes fue de 1 769, de los cuales se tomó una muestra de 574. Se tomaron variables demográficas, de acoso escolar empleando el instrumento para medir violencia escolar de la Fundación Paz Ciudadana,  ciber-acoso, funcionalidad familiar, ansiedad, depresión y autoestima según cuestionarios empleados en estudios anteriores. Resultados: 50% de la población de género femenino, con promedio de edad de 14,3 años.  El cuestionario empleado arrojó un 5% en el rango 3-5 de acoso, 2,4% en el rango 3-5 de acosadores, 1,6% en el mismo rango de la escala de ciber-acoso, y 0,9% en la de ciber-acosadores. Si bien es cierto que estas proporciones son bajas, se debe tener en cuenta que en el rango 2-3 de todos los cuestionarios podría haber tanto acoso o acosador  Se encontró que la baja autoestima, los altos niveles de depresión y la disfuncionalidad familiar correlacionan con altos niveles tanto de acoso, como de acosador, y también sus contrapartes virtuales. El género femenino es tan acosado como el masculino pero son más los acosadores de género masculino que de femenino (p=0,000). Conclusiones: En esta población el “bullying” es un fenómeno de ocurrencia no despreciable. Se encontró igualmente que los efectos psicológicos del “bullyng” afectan tanto al acosado como al acosador.Objective: Determine the frequency and the ways of presentation of bullying andcyberbullying in high school students from schools in Manizales, Caldas, Colombia,between January and June of 2013. Materials and methods: A cross-sectional studyrealized in three public schools of Manizales. The population of students was 1769,of which 574 were gotten as a sample. Many variables were taken from previousquestionnaires’ studies: Demographic, bullying using the instrument for bullying ofFundación Paz Ciudadana, cyberbullying, family functioning, anxiety, depression andself-esteem. Results: 50% of the sample was male and the rest was female with anaverage of 14.3 years old. The questionnaire showed a prevalence of 5% within the3-5 range in regards to the bullied, 2,4% in regards to the bully and 1,6% in regardto the cyber-bullies. It was found that low self-esteem, high levels of depression andfamily dysfunction are correlated to the high levels of bulling and cyber-bulling. Malesand females are being bullied equally, but males are more often the bully (p=0,000).Conclusions: In the population bullying is not of low occurrence. It was found as wellthat the psychological effects are present in the bullied as well as the bully.

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